Modified Test Administration Using Assistive Technology

Warschausky, Seth; Tubbergen, Marie Van; Asbell, Shana; Kaufman, Jacqueline; Ayyangar, Rita; Donders, Jacobus

doi:10.1177/1073191111402458

Cited by 25 publications

(28 citation statements)

References 19 publications

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“…It would be helpful for future studies to include a group of children who are nonverbal to determine if similar findings are observed in that population. This would likely require development of adaptive measures of phonemic awareness, a goal that has been somewhat elusive in recent research (Warschausky et al, 2009). It should be noted that we only evaluated one aspect of reading comprehension; i.e., at the sentence level.…”

Section: Discussionmentioning

confidence: 99%

Predictors of Reading Comprehension in Children with Cerebral Palsy and Typically Developing Children

Asbell

Donders

Tubbergen

et al. 2010

Child Neuropsychology

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Predictors of reading comprehension were evaluated in 41 children with cerebral palsy and 74 typically developing children between the ages of 6 and 12 years. Regression analyses were conducted to determine the relative contributions of measures of phonemic awareness, receptive vocabulary, and general reasoning to variance in reading comprehension. All three independent variables were statistically significant predictors of reading comprehension in both groups of participants. The impact of phonemic awareness on reading comprehension was moderated by age, but only in the typically developing group. Within the group with cerebral palsy, there was an indirect effect of functional expressive ability on reading comprehension, mediated by phonemic awareness. It is concluded that largely the same variables predict reading comprehension in children with cerebral palsy as in typically developing children, but that children with cerebral palsy continue to rely on phonological processing for a more protracted period of time.

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Section: Discussionmentioning

confidence: 99%

Predictors of Reading Comprehension in Children with Cerebral Palsy and Typically Developing Children

Asbell

Donders

Tubbergen

et al. 2010

Child Neuropsychology

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“…Alternative response modes include gaze pointing and scanning (Table S1, online supporting information). Comparing standard and alternative response modes, partner‐assisted scanning, scanning with switches on a computer, the use of frames for gaze pointing, and gaze pointing on a computer have not been found to influence test results. Despite this, children with the most severe motor impairments are described as non‐assessible, or test results are provided without information about how tests were adapted …”

Section: Assessment Of Cognitionmentioning

confidence: 99%

Cognitive functioning in children with cerebral palsy

Stadskleiv

2020

Develop Med Child Neuro

104

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PVL Periventricular leukomalaciaChildren with cerebral palsy (CP) have an increased risk of cognitive impairments. This narrative review of the literature discusses assessment of cognition in children with CP, presents the most salient characteristics of cognitive functioning pertaining to each subtype, and discusses the relationships between brain injury, functioning, and intervention from a developmental perspective. A search for original studies of cognitive functioning in children with different subtypes of CP was performed. The search resulted in 81 unique hits. There were few studies with a representative sample of children with CP where all participants were individually assessed. Cognitive functioning in children with the most severe motor impairments were often assumed and not assessed. Furthermore, there was a confounding of IQ below 70 and intellectual disability, possibly leading to an overestimation of the prevalence of intellectual disability. Longitudinal neuropsychological studies, including also very young children and those with the most severe speech and motor impairments, as well as intervention studies, are called for.

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“…Extensive or substantial efforts have been made to adjust the access methods and/or modify the test procedures for children with severe CP. [12][13][14] Nevertheless, most children with CP who are eligible and included in these studies still showed at least some manual ability or were (to some extent) able to communicate orally. For children with CP with severely limited mobility (including the absence of manual ability skills), and with the most severe communication disabilities (i.e.…”

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confidence: 99%

Comprehension of spoken language in non‐speaking children with severe cerebral palsy: an explorative study on associations with motor type and disabilities

Geytenbeek

Vermeulen

Becher

et al. 2014

Develop Med Child Neuro

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AIM To assess spoken language comprehension in non-speaking children with severe cerebral palsy (CP) and to explore possible associations with motor type and disability.METHOD Eighty-seven non-speaking children (44 males, 43 females, mean age 6y 8mo, SD 2y 1mo) with spastic (54%) or dyskinetic (46%) CP (Gross Motor Function Classification System [GMFCS] levels IV [39%] and V [61%]) underwent spoken language comprehension assessment with the computer-based instrument for low motor language testing (C-BiLLT), a new and validated diagnostic instrument. A multiple linear regression model was used to investigate which variables explained the variation in C-BiLLT scores. Associations between spoken language comprehension abilities (expressed in z-score or age-equivalent score) and motor type of CP, GMFCS and Manual Ability Classification System (MACS) levels, gestational age, and epilepsy were analysed with Fisher's exact test. A p-value <0.05 was considered statistically significant. RESULTSChronological age, motor type, and GMFCS classification explained 33% (R=0.577, R 2 =0.33) of the variance in spoken language comprehension. Of the children aged younger than 6 years 6 months, 52.4% of the children with dyskinetic CP attained comprehension scores within the average range (z-score ≥À1.6) as opposed to none of the children with spastic CP. Of the children aged older than 6 years 6 months, 32% of the children with dyskinetic CP reached the highest achievable age-equivalent score compared to 4% of the children with spastic CP. No significant difference in disability was found between CP-related variables (MACS levels, gestational age, epilepsy), with the exception of GMFCS which showed a significant difference in children aged younger than 6 years 6 months (p=0.043).INTERPRETATION Despite communication disabilities in children with severe CP, particularly in dyskinetic CP, spoken language comprehension may show no or only moderate delay. These findings emphasize the importance of introducing alternative and/or augmentative communication devices from early childhood.Cerebral palsy (CP), primarily a motor disorder, is often accompanied by a range of impairments including disabilities in communication. 1 It has been shown that the severity of motor impairment in CP (expressed in Gross Motor Function Classification System [GMFCS] level) 2 is related to the prevalence of disabilities in communication. [3][4][5] Indeed, disabilities in expressive and/or receptive communication are present in 50 to 75% of children with CP corresponding to GMFCS levels I to III, increasing to 100% in children with severe CP (corresponding to GMFCS levels IV and V). [3][4][5]7 The present study focuses on receptive communication abilities in children with CP with the most severe motor limitations (i.e. GMFCS levels IV and V).In clinical practice, different diagnostic tests are available to assess the comprehension of spoken language (for a review see Geytenbeek et al. 11 ). However, all these tests require motor action, such as manipulat...

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Modified Test Administration Using Assistive Technology

Cited by 25 publications

References 19 publications

Predictors of Reading Comprehension in Children with Cerebral Palsy and Typically Developing Children

Predictors of Reading Comprehension in Children with Cerebral Palsy and Typically Developing Children

Cognitive functioning in children with cerebral palsy

Comprehension of spoken language in non‐speaking children with severe cerebral palsy: an explorative study on associations with motor type and disabilities

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